SOLO Taxonomy | Holmer Lake Primary



SOLO Taxonomy

Last Updated: November 16, 2016

solo1

Prestructural

solo2

Unistructural

Remembering and
understanding

Name
Identify
Recall
Find
Label
Recognise

solo3

Multistructural

Remembering and
understanding

Describe
List
Classify
Continue
Complete
Outline

solo4

Relational

Applying and Analysing

Analyse
Apply
Compare
Contrast
Relate
Explain cause
Justify
Deconstruct

solo5

Extended Abstract

Evaluating and Creating

Create
Formulate
Generate
Hypothesise
Design
Construct
Plan
Predict
Produce
Invent
Argue
Generalise

 

We have developed SOLO to

  • Provide a structure for planning opportunities to enable the pupils to progress through the stages – learning key skills, concepts and knowledge (Unistructural and Multistructural), applying them in contexts with support (Relational), applying skills and knowledge independently and making decisions in a range of contexts (Extended Abstract)
  • Provide a structured framework for pupils to use to progress their thinking and learning.
  • Encourage pupils to think about where they are currently with their learning, and what they need to do in order to progress.
  • Make assessments at the start of a lesson – inform which differentiated learning activity the child completes – flexible groupings.
  • Make assessments at start and end of a lesson or unit of work to show the progress that has been made.
  • For peer and self-assessment – to enable the pupils to assess themselves and each other as learners and to know what to do next.

The use of SOLO taxonomy supports the expectations of the national curriculum and ensures opportunities for pupils to ‘Master’ each stage of learning before moving on.

 

SOLO Taxonomy
Structure of Observed Learning Outcomes
What is it?

SOLO Taxonomy describes levels of increasing complexity in a child’s understanding of a subject, through five stages. Each level embraces previous levels, but adds something more.

SOLO Taxonomy helps pupils to under stand the process of learning and focus on their strengths and areas for development.

At Holmer Lake the pupils from Reception to Year 6 use the titles, symbols, hand signals and verbs of SOLO to talk about their learning.

The Stages of SOLO

solo1

Prestructural

k2
Children don’t really have any knowledge or understanding of the topic being studied.

solo2

Unistructural

Remembering and
understanding

k2
Information makes sense, but children have limited knowledge.

solo3

Multistructural

Remembering and
understanding

k3
Children have a range of information, but meta connections between the information and learning are not made.

solo4

Relational

Applying and Analysing

k4
The children see the significance of how various learning and knowledge relate to one another. Children are able to link together and explain several ideas around a related topic.

solo5

Extended Abstract

Evaluating and Creating

k5
Children can make connections beyond the scope of the problem or question. They generalise or transfer learning into a new situation. They can also link learning to other bigger ideas and concepts.